Der Dresdner Musikbibliothekar Ewald Jammers (1897-1981) lebte nach dem Krieg in Bergheim, Düsseldorf und seit 1953 in Heidelberg, wo er die Handschriftensammlung der Universitätsbibliothek leitete. Von seinen neuen Lebensstationen aus pflegte er engen brieflichen Kontakt mit seinen früheren Kolleginnen und Kollegen in Dresden (vgl. T. 1 im SLUB-Kurier 2007, Heft 1, S. 16-17, T. 2 in Heft 2, S. 13-15).

In der Festschrift für Jürgen Hering (2002) veröffentlichte Antonius Jammers, Generaldirektor der Staatsbibliothek zu Berlin von 1995 bis 2002, die Erinnerungen seines Vaters an die Dresdner und Leipziger Zeit der Bibliotheksausbildung 1925 bis 1927. Der 71jährige hatte sie unter dem Titel „Der werdende Bibliothekar“ auf 15 Seiten niedergeschrieben und seinem Sohn überreicht, als dieser 1968 seine erste Bibliotheksstelle in Bonn antrat...

Am 19. Oktober 2006 schenkte Dr. Antonius Jammers, von 1995 bis 2002 Generaldirektor der Staatsbibliothek zu Berlin, unserer Handschriftensammlung ein Briefkonvolut. Es enthält rund 80 Postkarten und Briefe von und an seinen Vater Prof. Dr. Ewald Jammers.

In der Festschrift für Jürgen Hering (2002) veröffentlichte Antonius Jammers, Generaldirektor der Staatsbibliothek zu Berlin von 1995 bis 2002, die Erinnerungen seines Vaters an die Dresdner und Leipziger Zeit der Bibliotheksausbildung 1925 bis 1927. Der 71jährige hatte sie unter dem Titel „Der werdende Bibliothekar“ auf 15 Seiten niedergeschrieben und seinem Sohn überreicht, als dieser 1968 seine erste Bibliotheksstelle in Bonn antrat...

Am 19. Oktober 2006 schenkte Dr. Antonius Jammers, von 1995 bis 2002 Generaldirektor der Staatsbibliothek zu Berlin, unserer Handschriftensammlung ein Briefkonvolut. Es enthält rund 80 Postkarten und Briefe von und an seinen Vater Prof. Dr. Ewald Jammers.

Der Dresdner Musikbibliothekar Ewald Jammers (1897-1981) lebte nach dem Krieg in Bergheim, Düsseldorf und seit 1953 in Heidelberg, wo er die Handschriftensammlung der Universitätsbibliothek leitete. Von seinen neuen Lebensstationen aus pflegte er engen brieflichen Kontakt mit seinen früheren Kolleginnen und Kollegen in Dresden (vgl. T. 1 im SLUB-Kurier 2007, Heft 1, S. 16-17, T. 2 in Heft 2, S. 13-15).

This mixed-method case study examined effects of high school musicians' participation in the jam session, a student-directed, extracurricular music activity. The single case study site was a rural British Columbia high school exceptional for its support of jamming. Forty-four subjects, including 21 who fully met stated criteria for jammers, and 13 non-jamming subjects, were studied over a period of four months. The general research question was: Does participation in a band room jam session benefit students cognitively and motivationally? Specific research questions were: Do students who informally jam on various forms of music enhance their music skills in the perception and meaningful manipulation of music elements, and if so, how? In what ways does Csikszentmihalyi's flow theory explain the continued participation of students in the jam session? Three quantitative instruments were administered to 13 jammers capable of playing a Bb Concert scale on a melody instrument as well as to a comparable group of 13 non-jammers. These instruments included Gordon's Advanced Measures of Music Audiation (AMMA), Froseth's Test of Melodic Ear-to-Hand Coordination (TMEHC), and a researcher-developed test of ear-to-hand coordination (SOR). An ANOVA test showed no significant difference between jammer and non-jammer groups on AMMA scores (p<0.05). ANOVA showed a notable but not significant difference (p<0.056) between groups on the TMEHC, while a Repeated Measures Analysis of pre/post test TMEHC scores showed no effect of jamming over a period of 10 weeks. ANOVA showed a very clear difference between groups on the SOR (p<0.001). Qualitative data collected via journaling, interviews, observation, and participant-observer tasks indicated that jammers were perceiving and manipulating music elements in meaningful ways, and also supported Csikszentmihalyi's flow theory as an explanation for jam session participation. In particular, flow characteristics including transformation of time, loss of self-consciousness, and challenge/skill balance were both observed and reported. The role of the teacher, the presence of a music subculture, and the pseudo-curricular nature of jamming were noted as possible topics for further research.

This mixed-method case study examined effects of high school musicians' participation in the jam session, a student-directed, extracurricular music activity. The single case study site was a rural British Columbia high school exceptional for its support of jamming. Forty-four subjects, including 21 who fully met stated criteria for jammers, and 13 non-jamming subjects, were studied over a period of four months. The general research question was: Does participation in a band room jam session benefit students cognitively and motivationally? Specific research questions were: Do students who informally jam on various forms of music enhance their music skills in the perception and meaningful manipulation of music elements, and if so, how? In what ways does Csikszentmihalyi's flow theory explain the continued participation of students in the jam session? Three quantitative instruments were administered to 13 jammers capable of playing a Bb Concert scale on a melody instrument as well as to a comparable group of 13 non-jammers. These instruments included Gordon's Advanced Measures of Music Audiation (AMMA), Froseth's Test of Melodic Ear-to-Hand Coordination (TMEHC), and a researcher-developed test of ear-to-hand coordination (SOR). An ANOVA test showed no significant difference between jammer and non-jammer groups on AMMA scores (p<0.05). ANOVA showed a notable but not significant difference (p<0.056) between groups on the TMEHC, while a Repeated Measures Analysis of pre/post test TMEHC scores showed no effect of jamming over a period of 10 weeks. ANOVA showed a very clear difference between groups on the SOR (p<0.001). Qualitative data collected via journaling, interviews, observation, and participant-observer tasks indicated that jammers were perceiving and manipulating music elements in meaningful ways, and also supported Csikszentmihalyi's flow theory as an explanation for jam session participation. In particular, flow characteristics including transformation of time, loss of self-consciousness, and challenge/skill balance were both observed and reported. The role of the teacher, the presence of a music subculture, and the pseudo-curricular nature of jamming were noted as possible topics for further research.

This mixed-method case study examined effects of high school musicians' participation in the jam session, a student-directed, extracurricular music activity. The single case study site was a rural British Columbia high school exceptional for its support of jamming. Forty-four subjects, including 21 who fully met stated criteria for jammers, and 13 non-jamming subjects, were studied over a period of four months. The general research question was: Does participation in a band room jam session benefit students cognitively and motivationally? Specific research questions were: Do students who informally jam on various forms of music enhance their music skills in the perception and meaningful manipulation of music elements, and if so, how? In what ways does Csikszentmihalyi's flow theory explain the continued participation of students in the jam session? Three quantitative instruments were administered to 13 jammers capable of playing a Bb Concert scale on a melody instrument as well as to a comparable group of 13 non-jammers. These instruments included Gordon's Advanced Measures of Music Audiation (AMMA), Froseth's Test of Melodic Ear-to-Hand Coordination (TMEHC), and a researcher-developed test of ear-to-hand coordination (SOR). An ANOVA test showed no significant difference between jammer and non-jammer groups on AMMA scores (p<0.05). ANOVA showed a notable but not significant difference (p<0.056) between groups on the TMEHC, while a Repeated Measures Analysis of pre/post test TMEHC scores showed no effect of jamming over a period of 10 weeks. ANOVA showed a very clear difference between groups on the SOR (p<0.001). Qualitative data collected via journaling, interviews, observation, and participant-observer tasks indicated that jammers were perceiving and manipulating music elements in meaningful ways, and also supported Csikszentmihalyi's flow theory as an explanation for jam session participation. In particular, flow characteristics including transformation of time, loss of self-consciousness, and challenge/skill balance were both observed and reported. The role of the teacher, the presence of a music subculture, and the pseudo-curricular nature of jamming were noted as possible topics for further research. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Airborne angle-only geolocalization is the localization of objects on ground level from airborne vehicles (AV) using bearing measurements, namely azimuth and elevation. This thesis aims to introduce elevation data of the terrain to the airborne angle-only geolocalization problem and to demonstrate that it could be applicable for localization of jammers. Jammers are often used for deliberate interference with malicious intent which could interfere with the positioning system of a vehicle. It is important to locate the jammers to either avoid them or to remove them.    Three localization methods, i.e. the nonlinear least squares (NLS), the extended Kalman filter (EKF) and the unscented Kalman filter (UKF), are implemented and tested on simulated data. The methods are also compared to the theoretical lower bound, the Cramér-Rao Lower Bound (CRLB), to see if there is an efficient estimator. The simulated data are different scenarios where the number of AVs, the relative flight path of the AVs and the knowledge of the terrain can differ. Using the knowledge of the terrain elevation, the methods give more consistent localization than without it. Without elevation data, the localization relies on good geometry of the problem, i.e. the relative flight path of the AVs, while the geometry is not as critical when elevation data is available. However, the elevation data does not always improve the localization for certain geometries.    There is no method that is clearly better than the others when elevation data is used. The methods’ performances are very similar and they all converge to the CRLB but that could also be an advantage. This makes the usage of elevation data not restricted to a certain method and it leaves more up to the implementer which method they prefer.